Social exclusion and inclusive education: some issues Prof. Shukla O. P.1, Professor & Head, Mishra Vinayak Kant2, Guest Faculty 1Department of Economics, National Defence Academy, K'wasla, Pune-23 Email: o_p_shukla@rediffmail.com 2Department of Economics, National Defence Academy, K'wasla, Pune-23 Email: Vinayak.24@hotmail.com (M) 09096980685, 09839143306 Online published on 31 January, 2012. Abstract "In its broadest and all encompassing meaning, inclusive education, as an approach, seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all learners, young people being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. This is possible only in a flexible education system that assimilates the needs of a diverse range of learners and adapts itself to meet these needs. It aims at all stakeholders in the system (learners, parents, community, teachers, administrators, policy makers) to be comfortable with diversity and see it as a challenge rather than a problem. Research has shown that Inclusive education results in improved social development and academic outcomes for all learners. It leads to the development of social skills and better social interactions because learners are exposed to real environment in which they have to interact with other learners each one having unique characteristics, interests and abilities. Thus, inclusive education lays the foundation to an inclusive society accepting, respecting and celebrating diversity" Top |